English 9--3/8/2016

Jump Off
--As soon as I finish reporting attendance, I am going to place a document on your desk facedown.  Do not flip the document over until you are instructed to do so.

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--agenda/HW

Writing Workshop -- Finding Strong Direct Quotations to Support Claims
--activity directions read aloud from PowerPoint slide
--flip sheet over and begin:

• The first person to report a strong, accurately transcribed quote to me at the front table receives an incentive!

--direct quotations shared and written on the front board
--different methods for integrating direct quotations modeled for the first quotation--take note of proper punctuation (or lack of punctuation) for each of the methods
--on the back of activity page, properly use one of the different methods to introduce and support the claim for the second quotation
--Transition--pick up the "Direct Quotations--Transcribing and Parenthetically Referencing" halfsheet from the front table
--after reading through the halfsheet together:

• revise the work on the front board 
• revise the work you just completed on the back of your page to demonstrate your understanding
• AS YOU WORK, I WILL BE AROUND TO RETURN YOUR "ACT I WRAP-UP/END-OF-UNIT ESSAY PREPARATION TICKET-OUT-THE-DOOR" WRITING PIECES.

--instruction delivered as per common comments

Some Common Comments

Content and Analysis

• State a claim in your topic sentence(s) prior to "diving in" to details.
• Tiebacks connect back to claims and answer the "how" and "why" questions.
• This demonstrates Romeo's impulsiveness because...
• In order to make this particular argument, both characters ought to be discussed.

Command of Evidence

• Doublecheck rules for the different methods for integrating direct quotations.
• If you do not transcribe (copy) a direct quotation exactly as it appears in the original text, you are plagiarizing.

Coherence, Organization, and Style

• The first sentence of a paragraph must be indented.
• State a claim in your topic sentence(s) prior to "diving in" to details.
• Avoid phrases such as "I believe" and "in my opinion" in order to maintain a formal style.
• A concluding sentence or series of sentences is needed at the end of a paragraph.  Consider using the word "ultimately" as a transition.

Control of Conventions

• Doublecheck rules for the different methods for integrating direct quotations.

--Q & A (Do any other comments exist on your work that you would like to discuss/go over?)
--Closure

• Based on the work that we just completed, make at least two revisions to your writing piece.  (I WILL MODEL FIRST WITH STUDENT WORK.)  I will circulate throughout the room to see how you are doing and help when necessary.
• DURING THIS TIME, I WILL ALSO RETURN THE FOLLOWING (WHICH I WILL THEN RECOLLECT): 
• "IRONY QUIZ"
• "'THE CASK OF AMONTILLADO'--PURPOSEFUL/CLOSE READING ASSESSMENT QUESTIONS"
• "QUIZ--ACT I AND BACKGROUND INFORMATION"
• "QUIZ--ACT II AND DRAMA TERMS/POETRY TERMS"

Transition
--Pick up a copy of the "'To Do List'" from the front table.

Self-Reflection -- Romeo and Juliet Unit Assessments
--complete the self-reflection task as directed (I WILL MODEL FIRST WITH STUDENT WORK)
--assessments recollected

Old Business -- Act III Swordfight (time permitting)

Block 1
--remaining groups perform the scene!
Block 2
--remaining group performs the scene!
Block 3
--finish group work time (directors set forth their "visions" as actors read through lines together--actors do a quick run-through)

--via a card drawing, determine which "acting troupe" will perform the scene for the entire class

• "acting troupe" completes one final run-through in the hallway with props while peers work on reading guide questions 1-8 for Act III

--perform the scene!

Brain Break -- Mum Ball (time permitting)

HW (Class Preparation)
--Work on finishing your free reading book.  You have just over one week between now and the due date of the one-pager.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  See me if you have finished your book and need a one-pager.

On the backburner:

• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)